Chapter Four Abstract and Synthesis by Kaitlyn Bowie
Abstract Chapter four of Integrating Instruction and Understanding by Design focuses on the aspect of taking responsibility for one’s classroom and providing sufficient clarity for the students. While students should take active responsibility in their learning, ultimately it is the responsibility of the teacher to keep diligent track of their students and recognize when they require assistance. Teacher who do this are also teachers that make a conscious effort to maintain clarity in their curriculum, while still keeping their students engaged. While clarity usually extends to the context of a group level, a teacher also needs to consider clarity on the individual levels of students. This when the chapter talks about getting to know your students on a personal-professional level by understanding their previous experiences in your subject, where their strengths are, and what strategies other teachers have used that have worked well for that student. Through doing this, a teacher is better able to understand the intelligence of their student, while still presenting them with the same information, but doing so in a way that resonates with their intelligence strength.
Synthesis The consensus of students found this chapter to be informative, thought provoking, and solidified for many what they felt concerning how much responsibility a teacher carries in a classroom. To them, a good teacher is able to adapt to what the students need and understand, and recognize where further instruction is needed. There is also the agreement that an effective teacher adds variety into their lessons and teaching style, so as to appear actively trying to engage their students. Even if a lesson has worked wonders in the past with one class, does not mean that it will garner the same results with another.
Garrett Hodgkins
" For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important thing."
This chapter covers some of the most important factors of establishing a well-to-do differentiated universally designed classroom. It discusses a few key attitudes and skills like, but not limited to, the following : clear curricular essentials, accepting responsibility for learners failure and success, building awareness of students, and helping students realize their own strengths as a learner. In total there were 9 given skills and attitudes, all that need to be combined to make the most efficient learner friendly classroom possible. This chapter was very useful in helping me to acknowledge some of the tools and skill I am going to need to be able to utilize if I hope to have a more successful classroom in the future. For instance, it hadn't occurred to me that a student's success and failure ALWAYS weighed heavily on the teacher. Obviously the teacher has a part in it always, but I had seemed to have the idea that some students simply didn't want to learn, which I have happily learned is not always the case. I will always be ready to accept my responsibility in the success and shortcomings of my teaching. Outside of this, I had never thought of the importance of showing a student their own strengths, or as the book reads " help students become effective partners in their own success." I always knew that it was important for the teacher to know what areas a particular student was strong in, especially when designing the curriculum, but after the explanation the book gave I now know how important it is for the student to be aware of these as well.
Sean Falasca
The book had been repetitively expressing the importance of being vitally clear about what essential content is. If you aren’t expressing the big ideas of the content clearly then it’s like not even teaching to a student at all. I completely concur with this. I have been sitting in a classroom before with a teacher that has not express the ideas effectively enough for me to understand and it is very frustrating for someone who actually wants to learn. I will try my absolute best, as a teacher to keep in mind the different learning needs of each individual and to express concepts clearly to tailor their specific needs. I know that even though I am a teacher I am still a learner and continuing to add ways to amend and quality of both my curriculum and instructions.
I also understand that as a teacher I need to become flexible, help all students any way possible, be responsible for my students learning success, and to continually develop as a teacher. I could tell as a student which teacher were willing to go the extra distance to meet my needs as a student and those teacher are who I gave my best effort for. I want to be that teacher that anyone can go to for help and it will make me extremely happy to know that I am getting students best efforts. Being clear and flexible makes learning much more easily and enticing to a student. Knowing your teacher is there with you every step of the way is the ultimate security blanket.
Frank Makuch
Students should come to enjoy what they are learning and therefore become self-motivated learners. Because students are so varied, a one size fits all approach may not be effective. The chapter tells us that teachers should hold themselves responsible for student learning. Even if a teacher feels that he or she did a good job in teaching the information, it does not necessarily mean that the students were able to learn from it. Differentiated instruction becomes key for this purpose. The authors state that too many teachers differentiate their instruction by giving easier work to struggling students and harder or more work to advanced students. This helps neither student. The chapter also says that students should contribute to aspects of classroom management so that they are more fully involved in the learning process. Additionally, teachers should vary the medium by which they present information to make sure the message does not become monotonous. As a teacher, I hope to promote a sense of self responsibility for learning in my students. It seems that self-motivated students should be the easiest to teach as they want to learn themselves. I will hope to do this by generating interesting and engaging curriculum. Also, I will take the suggestion to vary my teaching style and approaches to make things more stimulating for the student. A teacher that constantly lectures may become boring for many students. The variety of presentation makes learning more exciting and fun for the student. As a result the student will be more likely to actually learn something.
Kaitlyn Bowie
This chapter ties back in with chapter two, in that it talks about getting to know ones students, specifically on an academic level. A teacher needs to know that what it is they are teaching is actually connecting in the student’s minds, and they are not just repeating what he teacher has already told them. Every student is going to require a slightly different learning method, in some cases more so than others, and in even more drastic cases the student may require an IED. It is crucial that a teacher is able to meet the needs of those students in a way that stimulates their minds, makes them ask questions, and pushes students to think outside of their normal comfort levels. As an English teacher I need to be able to present lessons to my students in a way that they can connect with, but also be able to go forward and formulate their own thoughts and stimulate new ideas. I also need to be aware of the progress my students may or not be making, and decide whether it is a problem that can be fixed in a one-on-one meeting with that student, or if a parent-teacher conference would prove more beneficial. I also need to be vigilant of warning signs that a student might be facing a learning problem that extends beyond the normal struggling. By identifying those warning signs, I can even help to diagnose a student who’s parents, doctors, and previous teachers were unable to see the symptoms of a condition like ADHD or dyslexia.
Tori Penney
Chapter 4 is loaded with so much information it was hard to absorb it all! The center theme was how to plan lessons and manage the classroom so that it would encourage and foster [[#|student]] success. It discouraged and both encouraged an array of activities, and gave guidelines for what teachers should do so that they can teach their students as effectively as possible. Teaching in a differentiated classroom requires a lot of focus on goals and modes of teaching; the educator needs to figure out multiple ways to teach the students, that way if one mode is not working, they can try out another one. The educator also needs to make time to help students, because a good teacher knows that the most important thing is that their student is learning and does not get left behind. In order to do this in my future classrooms, I will need to set aside time to work with students one on one that way I can understand where they are in their learning in general as well as in my classroom. I will also need to come up with multiple ways to assess student learning, and to teach lessons that way they reach all of the different intelligences and levels of understanding among the students. Also, I will need to embrace as well as have the students embrace their own differences, and let those differences shine and be beneficial to the classroom, that way no student feels left out or not as intelligent as the other students.
Kiera Timme
In Chapter 4, of Integrating Differentiated Instruction& Understanding by Design, the main focus for the authors is on the skills and attitudes needed for teacher to effectively differentiate instruction. The authors provide detailed descriptions of the qualities of a responsive educator, and what a classroom, which is being led by such an educator, would look like. For instance, a responsive educator is, among other things, flexible, clear about expectations, accepts responsibility for learner success, and develops communities of respects. This is evidenced (again, among other things) by the use of rubrics, varied instructional methods,continually mapping student progress, and by acting as a role model in order to foster an atmosphere of “unequivocal respect”(Thomlinson & McTighe, p46) .
Of the essential skills and attitudes that mark the characteristics of a responsive teacher, I found “Accepting Responsibility for Learner Success” (Thomlinson & McTighe, p44) to be the most powerful. As a teacher I am responsible for the education my students receive. If students have been taught but then learning doesn’t occur, have I really been teaching? I like the idea of shifting the focus away the mindset of how has the student failed, to a conversation centered on what have I failed to do to meet the learner’s needs. While this way of thinking may mean more [[#|work]] for me, it is an idea full of hope. It keeps me hopeful that I can find a way to ensure all my students take away the enduring understandings present in the big ideas.
Jon Delorme
The main point behind Chapter Four is that [[#|curriculum]] is only half of what teachers actually teach. The other half, and arguably more important, is that teachers are there to educate human beings as well. The authors laid out a couple attitudes and skills that teachers who like to help students often do. Some are that they establish clarity about curricular essentials, develop flexible classroom teaching routines, and expand a repertoire of instructional strategies, among other things (40). Teachers that look out for the best for their students also make sure that their curricular essentials are clear. This clarity allows for more pinpoint differentiation and makes sure teachers avoid confusing situations.
The chapter continues to discuss different scenarios of teachers who care for their students and use differential instruction. Many of these scenarios are what I visualize teaching to be like. I want to be the teacher that no one has to question whether or not I care about my students. One example is Mr. Connelly, who uses all of his students’ best characteristics to make sure his classroom runs smoothly. He asks his kids during the first week of school what rules and routines they think works best. He also asks them to reflect on those rules and routines once established while also sharing his own perspective. This builds student interaction with the teacher as well as autonomy and a feeling of maturity.
Tess Perry
Understanding curriculum standards at a basic level enables teachers to prepare lessons geared towards student understanding. If the teacher is unclear as to what really matters the message to the students will be unclear as well. Once the main idea is understood the educator can differentiate the methods and processes for teaching that one main idea. All students do not need to get the end result in the same way; they just need to get there in a way that works best for them. This chapter outlines methods to get to know student’s different learning styles and how to incorporate differentiation into the class. One main point was to accept responsibility of student learning, if students have not learned than the teacher needs to improve instruction methods. Improving instruction methods includes providing a positive learning environment that accepts and appreciates differences, being aware that all students work and learn differently, allowing for these differences in classroom routines, instruction and independent student work. One key approach to improve teaching skills is to continue teacher education, constant reflection of successes and areas that need improve and how to improve upon past experiences. I knew, before reading this chapter that all students are diverse, personally and academically, but the idea of allowing students to work in different ways but still ending in the same place, is not only acceptable but also celebrated. Using this method in a classroom sounds like a very fun and exciting place to work. School is not a place where everyone has to do the exact same thing at the same times and have perfect quiet; school is a place to self-expression and discovery. Allowing students to work through assignments and problems using their unique strategies, I think, will enhance confidence and independence in students.
Caroline Murphy
I really liked the part of the chapter where the authors reminded us that we are teaching people, not just empty heads waiting for content. I think teachers sometimes forget to think of their pupils as kids instead of just students; we need to remember that they have problems, goals, and challenges just like we do, and all of those things affect their education. The curriculum should serve the students, not the other way around. Knowing myself like I do, I think I could end up having the tendency to focus a little bit more on the instruction portion of teaching, because I really want to connect with my students and make their classroom a safe, happy environment. But now that I know that there must be a perfect balance between the two, I can prepare myself to make the content the foundation of my safe and happy classroom. I also think that what the chapter says about embracing the different learning styles and levels of students is definitely something that I want to make a part of my classroom. In order to effectively teach our students, we need to stop thinking of their differences as something to be bothered by. Even students who have some form of disability are not lacking as learners; they simply bring a different kind of intelligence into the classroom, and instead of bemoaning the difficulties that this can sometimes bring to teachers, we should be celebrating the way we and our students can learn from each other’s differences.
Alison Hutchins
The fourth chapter of Integrating Differentiated Instruction and Understanding by Designfurther discusses issues of content. This more focuses on clarity of content, however. The chapter focuses on how an educator needs to establish clear understanding goals for content and give both quality curriculum and instruction. Though most teachers believe this and that variety is necessary in the classroom, research suggests that this is an ideal that most instructors are not currently meeting. Therefore, they are falling short of the sort of responsive classroom that they would like to have. Differentiated instruction is a big part of this, as, in many classrooms, students who are struggle tend to be given smaller goals and less work while students who tend to over-achieve tend to be given more goals and extra work. In an ideally functioning classroom, the same goals belong to everybody, but they may be reached in different ways to accommodate different learners. Also central to this is the idea that every student in a classroom understand the similarities and differences between themselves and their fellow learners. Acceptance and appreciation of these creates a more respectful and comfortable environment for learning, and discourages supporting each others learning efforts as opposed to competing with them. This is important to any classroom, as academic stress, embarrassment, and discomfort are not helpful to any learner, and a classroom that provides that would be less effective for it. I also really appreciated learning about situating lessons so that no student is being over or under extended, as I think that it is really important to supporting a students learning that neither of these things occur.
Molly Olsen
The main goal of differentiated curriculum is to take each student further in their knowledge of a topic or concept. This means that no matter what amount of knowledge on a topic a student enters the curriculum with, they will leave with a better understanding and more information. To accomplish this, offering different assignments to students who are at different levels of previous knowledge on the subject at hand. The idea is to give different kinds of assignment or extra help to patch the holes of those who are at a lower understanding and providing more detailed material those who have already achieved or obtained at or above the curriculum requirements. A good way to determine what level a student is at is through a pre-assement or basing off of past work the student has achieved in other parts of your curriculum. And if there is any doubt or concern about where to place a student, discussing the issue with the student themselves is not a bad idea either.
Something else that is important, is keeping the way you're teaching differentiated as well. This way, students won't feel as though they're transforming your information into a totally different thing if it's presented through one intelligence, but you ask them to explain it using another. And even if a student doesn't directly connect to your form of teaching, you have to look at it from the perspective of eating at a restaurant that only served two or three dishes. Yes, the dishes could be amazing but if you're served the same time and time again, eventually you're going to get bored and stop taking as much from the experience.
Amy Jones
In this chapter the author gives you the essentials on how to the best teacher you can be. It begins by stressing the fact that curriculum and instruction needs to be essential in providing students with the needed content and engaging the student in that content. It proceeds to talk about how preassessing your learners will provide you with the needed information about your class. This will help you determine the students that will need more explanations than others. In knowing this you will be able to keep each student engaged. If you are teaching student’s information that they already know more likely they will become unengaged and bored with content. The chapter provides you with examples in how to manage your students leaning. Having multiple activities at different learning levels with different learning intelligences will be the best way to provide your students with enough challenges that hopefully will keep them interested in the topics. This will also help you as a teacher become more responsible for the student’s success in your class. If the students are learning the adequate information it’s not their fault as a teacher it is yours. This may be caused by the lack of awareness for different learning styles and students multiple intelligences. This chapter helps you in continually tracking your students with examples of different strategies. This chapter was very helpful, it continually giving examples on how to do develop these certain skills which made the reader aware of what it will actually look like in the classroom.
Table of Contents
Chapter Four Abstract and Synthesis by Kaitlyn Bowie
AbstractChapter four of Integrating Instruction and Understanding by Design focuses on the aspect of taking responsibility for one’s classroom and providing sufficient clarity for the students. While students should take active responsibility in their learning, ultimately it is the responsibility of the teacher to keep diligent track of their students and recognize when they require assistance. Teacher who do this are also teachers that make a conscious effort to maintain clarity in their curriculum, while still keeping their students engaged. While clarity usually extends to the context of a group level, a teacher also needs to consider clarity on the individual levels of students. This when the chapter talks about getting to know your students on a personal-professional level by understanding their previous experiences in your subject, where their strengths are, and what strategies other teachers have used that have worked well for that student. Through doing this, a teacher is better able to understand the intelligence of their student, while still presenting them with the same information, but doing so in a way that resonates with their intelligence strength.
Synthesis
The consensus of students found this chapter to be informative, thought provoking, and solidified for many what they felt concerning how much responsibility a teacher carries in a classroom. To them, a good teacher is able to adapt to what the students need and understand, and recognize where further instruction is needed. There is also the agreement that an effective teacher adds variety into their lessons and teaching style, so as to appear actively trying to engage their students. Even if a lesson has worked wonders in the past with one class, does not mean that it will garner the same results with another.
Garrett Hodgkins
" For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important thing."This chapter covers some of the most important factors of establishing a well-to-do differentiated universally designed classroom. It discusses a few key attitudes and skills like, but not limited to, the following : clear curricular essentials, accepting responsibility for learners failure and success, building awareness of students, and helping students realize their own strengths as a learner. In total there were 9 given skills and attitudes, all that need to be combined to make the most efficient learner friendly classroom possible.
This chapter was very useful in helping me to acknowledge some of the tools and skill I am going to need to be able to utilize if I hope to have a more successful classroom in the future. For instance, it hadn't occurred to me that a student's success and failure ALWAYS weighed heavily on the teacher. Obviously the teacher has a part in it always, but I had seemed to have the idea that some students simply didn't want to learn, which I have happily learned is not always the case. I will always be ready to accept my responsibility in the success and shortcomings of my teaching. Outside of this, I had never thought of the importance of showing a student their own strengths, or as the book reads " help students become effective partners in their own success." I always knew that it was important for the teacher to know what areas a particular student was strong in, especially when designing the curriculum, but after the explanation the book gave I now know how important it is for the student to be aware of these as well.
Sean Falasca
The book had been repetitively expressing the importance of being vitally clear about what essential content is. If you aren’t expressing the big ideas of the content clearly then it’s like not even teaching to a student at all. I completely concur with this. I have been sitting in a classroom before with a teacher that has not express the ideas effectively enough for me to understand and it is very frustrating for someone who actually wants to learn. I will try my absolute best, as a teacher to keep in mind the different learning needs of each individual and to express concepts clearly to tailor their specific needs. I know that even though I am a teacher I am still a learner and continuing to add ways to amend and quality of both my curriculum and instructions.
I also understand that as a teacher I need to become flexible, help all students any way possible, be responsible for my students learning success, and to continually develop as a teacher. I could tell as a student which teacher were willing to go the extra distance to meet my needs as a student and those teacher are who I gave my best effort for. I want to be that teacher that anyone can go to for help and it will make me extremely happy to know that I am getting students best efforts. Being clear and flexible makes learning much more easily and enticing to a student. Knowing your teacher is there with you every step of the way is the ultimate security blanket.
Frank Makuch
Students should come to enjoy what they are learning and therefore become self-motivated learners. Because students are so varied, a one size fits all approach may not be effective. The chapter tells us that teachers should hold themselves responsible for student learning. Even if a teacher feels that he or she did a good job in teaching the information, it does not necessarily mean that the students were able to learn from it. Differentiated instruction becomes key for this purpose. The authors state that too many teachers differentiate their instruction by giving easier work to struggling students and harder or more work to advanced students. This helps neither student. The chapter also says that students should contribute to aspects of classroom management so that they are more fully involved in the learning process. Additionally, teachers should vary the medium by which they present information to make sure the message does not become monotonous. As a teacher, I hope to promote a sense of self responsibility for learning in my students. It seems that self-motivated students should be the easiest to teach as they want to learn themselves. I will hope to do this by generating interesting and engaging curriculum. Also, I will take the suggestion to vary my teaching style and approaches to make things more stimulating for the student. A teacher that constantly lectures may become boring for many students. The variety of presentation makes learning more exciting and fun for the student. As a result the student will be more likely to actually learn something.Kaitlyn Bowie
This chapter ties back in with chapter two, in that it talks about getting to know ones students, specifically on an academic level. A teacher needs to know that what it is they are teaching is actually connecting in the student’s minds, and they are not just repeating what he teacher has already told them. Every student is going to require a slightly different learning method, in some cases more so than others, and in even more drastic cases the student may require an IED. It is crucial that a teacher is able to meet the needs of those students in a way that stimulates their minds, makes them ask questions, and pushes students to think outside of their normal comfort levels.As an English teacher I need to be able to present lessons to my students in a way that they can connect with, but also be able to go forward and formulate their own thoughts and stimulate new ideas. I also need to be aware of the progress my students may or not be making, and decide whether it is a problem that can be fixed in a one-on-one meeting with that student, or if a parent-teacher conference would prove more beneficial. I also need to be vigilant of warning signs that a student might be facing a learning problem that extends beyond the normal struggling. By identifying those warning signs, I can even help to diagnose a student who’s parents, doctors, and previous teachers were unable to see the symptoms of a condition like ADHD or dyslexia.
Tori Penney
Chapter 4 is loaded with so much information it was hard to absorb it all! The center theme was how to plan lessons and manage the classroom so that it would encourage and foster [[#|student]] success. It discouraged and both encouraged an array of activities, and gave guidelines for what teachers should do so that they can teach their students as effectively as possible. Teaching in a differentiated classroom requires a lot of focus on goals and modes of teaching; the educator needs to figure out multiple ways to teach the students, that way if one mode is not working, they can try out another one. The educator also needs to make time to help students, because a good teacher knows that the most important thing is that their student is learning and does not get left behind. In order to do this in my future classrooms, I will need to set aside time to work with students one on one that way I can understand where they are in their learning in general as well as in my classroom. I will also need to come up with multiple ways to assess student learning, and to teach lessons that way they reach all of the different intelligences and levels of understanding among the students. Also, I will need to embrace as well as have the students embrace their own differences, and let those differences shine and be beneficial to the classroom, that way no student feels left out or not as intelligent as the other students.Kiera Timme
In Chapter 4, of Integrating Differentiated Instruction& Understanding by Design, the main focus for the authors is on the skills and attitudes needed for teacher to effectively differentiate instruction. The authors provide detailed descriptions of the qualities of a responsive educator, and what a classroom, which is being led by such an educator, would look like. For instance, a responsive educator is, among other things, flexible, clear about expectations, accepts responsibility for learner success, and develops communities of respects. This is evidenced (again, among other things) by the use of rubrics, varied instructional methods,continually mapping student progress, and by acting as a role model in order to foster an atmosphere of “unequivocal respect”(Thomlinson & McTighe, p46).
Of the essential skills and attitudes that mark the characteristics of a responsive teacher, I found “Accepting Responsibility for Learner Success” (Thomlinson & McTighe, p44) to be the most powerful. As a teacher I am responsible for the education my students receive. If students have been taught but then learning doesn’t occur, have I really been teaching? I like the idea of shifting the focus away the mindset of how has the student failed, to a conversation centered on what have I failed to do to meet the learner’s needs. While this way of thinking may mean more [[#|work]] for me, it is an idea full of hope. It keeps me hopeful that I can find a way to ensure all my students take away the enduring understandings present in the big ideas.
Jon Delorme
The main point behind Chapter Four is that [[#|curriculum]] is only half of what teachers actually teach. The other half, and arguably more important, is that teachers are there to educate human beings as well. The authors laid out a couple attitudes and skills that teachers who like to help students often do. Some are that they establish clarity about curricular essentials, develop flexible classroom teaching routines, and expand a repertoire of instructional strategies, among other things (40). Teachers that look out for the best for their students also make sure that their curricular essentials are clear. This clarity allows for more pinpoint differentiation and makes sure teachers avoid confusing situations.The chapter continues to discuss different scenarios of teachers who care for their students and use differential instruction. Many of these scenarios are what I visualize teaching to be like. I want to be the teacher that no one has to question whether or not I care about my students. One example is Mr. Connelly, who uses all of his students’ best characteristics to make sure his classroom runs smoothly. He asks his kids during the first week of school what rules and routines they think works best. He also asks them to reflect on those rules and routines once established while also sharing his own perspective. This builds student interaction with the teacher as well as autonomy and a feeling of maturity.
Tess Perry
Understanding curriculum standards at a basic level enables teachers to prepare lessons geared towards student understanding. If the teacher is unclear as to what really matters the message to the students will be unclear as well. Once the main idea is understood the educator can differentiate the methods and processes for teaching that one main idea. All students do not need to get the end result in the same way; they just need to get there in a way that works best for them. This chapter outlines methods to get to know student’s different learning styles and how to incorporate differentiation into the class. One main point was to accept responsibility of student learning, if students have not learned than the teacher needs to improve instruction methods. Improving instruction methods includes providing a positive learning environment that accepts and appreciates differences, being aware that all students work and learn differently, allowing for these differences in classroom routines, instruction and independent student work. One key approach to improve teaching skills is to continue teacher education, constant reflection of successes and areas that need improve and how to improve upon past experiences.
I knew, before reading this chapter that all students are diverse, personally and academically, but the idea of allowing students to work in different ways but still ending in the same place, is not only acceptable but also celebrated. Using this method in a classroom sounds like a very fun and exciting place to work. School is not a place where everyone has to do the exact same thing at the same times and have perfect quiet; school is a place to self-expression and discovery. Allowing students to work through assignments and problems using their unique strategies, I think, will enhance confidence and independence in students.
Caroline Murphy
I really liked the part of the chapter where the authors reminded us that we are teaching people, not just empty heads waiting for content. I think teachers sometimes forget to think of their pupils as kids instead of just students; we need to remember that they have problems, goals, and challenges just like we do, and all of those things affect their education. The curriculum should serve the students, not the other way around. Knowing myself like I do, I think I could end up having the tendency to focus a little bit more on the instruction portion of teaching, because I really want to connect with my students and make their classroom a safe, happy environment. But now that I know that there must be a perfect balance between the two, I can prepare myself to make the content the foundation of my safe and happy classroom. I also think that what the chapter says about embracing the different learning styles and levels of students is definitely something that I want to make a part of my classroom. In order to effectively teach our students, we need to stop thinking of their differences as something to be bothered by. Even students who have some form of disability are not lacking as learners; they simply bring a different kind of intelligence into the classroom, and instead of bemoaning the difficulties that this can sometimes bring to teachers, we should be celebrating the way we and our students can learn from each other’s differences.
Alison Hutchins
The fourth chapter of Integrating Differentiated Instruction and Understanding by Designfurther discusses issues of content. This more focuses on clarity of content, however. The chapter focuses on how an educator needs to establish clear understanding goals for content and give both quality curriculum and instruction. Though most teachers believe this and that variety is necessary in the classroom, research suggests that this is an ideal that most instructors are not currently meeting. Therefore, they are falling short of the sort of responsive classroom that they would like to have. Differentiated instruction is a big part of this, as, in many classrooms, students who are struggle tend to be given smaller goals and less work while students who tend to over-achieve tend to be given more goals and extra work. In an ideally functioning classroom, the same goals belong to everybody, but they may be reached in different ways to accommodate different learners.
Also central to this is the idea that every student in a classroom understand the similarities and differences between themselves and their fellow learners. Acceptance and appreciation of these creates a more respectful and comfortable environment for learning, and discourages supporting each others learning efforts as opposed to competing with them. This is important to any classroom, as academic stress, embarrassment, and discomfort are not helpful to any learner, and a classroom that provides that would be less effective for it. I also really appreciated learning about situating lessons so that no student is being over or under extended, as I think that it is really important to supporting a students learning that neither of these things occur.
Molly Olsen
The main goal of differentiated curriculum is to take each student further in their knowledge of a topic or concept. This means that no matter what amount of knowledge on a topic a student enters the curriculum with, they will leave with a better understanding and more information. To accomplish this, offering different assignments to students who are at different levels of previous knowledge on the subject at hand. The idea is to give different kinds of assignment or extra help to patch the holes of those who are at a lower understanding and providing more detailed material those who have already achieved or obtained at or above the curriculum requirements. A good way to determine what level a student is at is through a pre-assement or basing off of past work the student has achieved in other parts of your curriculum. And if there is any doubt or concern about where to place a student, discussing the issue with the student themselves is not a bad idea either.Something else that is important, is keeping the way you're teaching differentiated as well. This way, students won't feel as though they're transforming your information into a totally different thing if it's presented through one intelligence, but you ask them to explain it using another. And even if a student doesn't directly connect to your form of teaching, you have to look at it from the perspective of eating at a restaurant that only served two or three dishes. Yes, the dishes could be amazing but if you're served the same time and time again, eventually you're going to get bored and stop taking as much from the experience.
Amy Jones
In this chapter the author gives you the essentials on how to the best teacher you can be. It begins by stressing the fact that curriculum and instruction needs to be essential in providing students with the needed content and engaging the student in that content. It proceeds to talk about how preassessing your learners will provide you with the needed information about your class. This will help you determine the students that will need more explanations than others. In knowing this you will be able to keep each student engaged. If you are teaching student’s information that they already know more likely they will become unengaged and bored with content. The chapter provides you with examples in how to manage your students leaning. Having multiple activities at different learning levels with different learning intelligences will be the best way to provide your students with enough challenges that hopefully will keep them interested in the topics. This will also help you as a teacher become more responsible for the student’s success in your class. If the students are learning the adequate information it’s not their fault as a teacher it is yours. This may be caused by the lack of awareness for different learning styles and students multiple intelligences. This chapter helps you in continually tracking your students with examples of different strategies. This chapter was very helpful, it continually giving examples on how to do develop these certain skills which made the reader aware of what it will actually look like in the classroom.